Anti-Racism and Anti-Oppression Resources: Methodology and Pedagogy Resources

Researchers should respect the distinct cultural and political boundaries of Indigenous peoples whether they are recognized by the nation-state or not. While human subjects protection and tribal internal review boards have emerged in the United States, many countries do not recognize Indigenous nations as political groups with rights to territory and self-government and with the collective rights or powers to protect their members and tribal knowledge. Researchers should have historical, legal, and cultural knowledge of Indigenous nations before seeking permission to engage in research. Research should support Indigenous interests, values, and institutions, and be informed enough to make significant contributions toward developing healthy and sustained Indigenous communities. Indigenous studies researchers have an obligation to maintain a high level of respect and protection of Indigenous rights, values, and political integrity. Many Indigenous nations welcome science and research, but they want that work to be congruent with and useful within their own cultures, institutions, and political relations.

This article addresses how critical race theory can inform a critical race methodology in education. The authors challenge the intercentricity of racism with other forms of subordination and exposes deficit-informed research that silences and distorts epistemologies of people of color. Although social scientists tell stories under the guise of “objective” research, these stories actually uphold deficit, racialized notions about people of color. For the authors, a critical race methodology provides a tool to “counter” deficit storytelling. Specifically, a critical race methodology offers space to conduct and present research grounded in the experiences and knowledge of people of color. As they describe how they compose counter-stories, the authors discuss how the stories can be used as theoretical, methodological, and pedagogical tools to challenge racism, sexism, and classism and work toward social justice.

This article uses a critical analysis of liberal democracy and its ties to a re‐emergent fascism to call for a Marxist feminist pedagogy of anti‐fascism.

There has been extensive work in the space of Indigenous epistemological approaches to research. Because Australian Indigenous peoples have been researched significantly, there are guidelines around the ethical and cultural conduct of this type of research. Via investigating the Academy's approach to research in general, we can illuminate the vast differences between empirical approaches to research from the 'West' compared to knowledge acquisition and sharing through 'relationality' from an Indigenous perspective. This paper investigates this dichotomy and brings into question the premise of power and value attributed to each approach, arguing that this is still not an equal ascription. This paper posits a reconfiguration of approaches to research as a way of extending on research in general, and provides a platform of how Indigenous knowledge can extend on and reconfigure, in a positive way, approaches to research.

Drawing on a disparate set of naturalcultural phenomena from regenerative biology, quantum field theory, and queer and trans theories that include lightning, primordial ooze, frogs, bioelectricity, monstrosity, trans rage, virtual particles, and errant pathways, this article is about the materiality of political imageries and the possibilities for making queer alliance with nature's nonessentialist nature. In particular, it makes an argument for the radically deconstructive, queer, and trans nature of nature, including nature's own engagement with materialist practices of imagining.